Direct Instruction Lesson Plan on Area and Perimeter

Grade Level/Subject: 4th / Math

Central Focus: Area and Perimeter
Essential Standard/Common Core Objective:
4.MD.3 Apply the area and perimeter formulas
Date submitted:
Date taught: 3/11/15
for rectangles in real world and mathematical
problems.
Daily Lesson Objective: Students will be able to find the area and perimeter of real world math
problems. They will understand that even though the area may stay the same, the perimeter
may change.
21st Century Skills:
Academic Language Demand (Language
Function and Vocabulary): Area, perimeter,
Prior Knowledge: Students should be familiar with area and perimeter and have had some
practice with it.

Activity

1. Focus and Review

2. Statement of Objective
for Student

3. Teacher Input

4. Guided Practice

Description of Activities and Setting

Before revealing the problems, the students
will reiterate the formula for area and
perimeter. They will then read the problems
aloud and drag it to either area or perimeter.
(Include the students names in the situations
to keep them interested).
Students will be able to find the area and
perimeter of real world situations.
The teacher will explain to students how to
find area and perimeter using cheez-its. They
will see if they can create shapes using the
given circumstances. They will then draw the
rectangles/shapes out on graph paper. The
teacher will give an example.
Ex. A rectangle with an area of 4.
(Show an image of 4 cheez-its together to
form a square). Demonstrate how to label the
length and width and write down the formula.
(2x2=4)
With cheez-its, students will explore area and
perimeter. Students will create:
1. A rectangle with an area of 12.
2. A rectangle with a perimeter of 12.
3. A rectangle with an area of 16.
4. A rectangle with an area of 20.

Time

5 min

N/a

5 min

20 min

5. A rectangle with a perimeter of 20.

6. A shape with a perimeter of 9.
7. A shape with an area of 9.
8. A shape with the same area and perimeter.
9. With your partner, figure out how many
cheez-its it takes to cover an entire piece of
graph paper.
Once they have the image demonstrated
using cheez-its, they will draw them on graph
paper. They will then be asked to label the
length of each side and write the area or
perimeter equation.
5. Independent Practice
6. Assessment Methods of
all objectives/skills:
7. Closure
8. Assessment Results of
all objectives/skills:
Targeted Students
Modifications/Accommodations
:
Materials/Technology:

Students will complete the fair play

worksheet on their own and told that it will be
10 min
for a grade.
Students will be graded on their performance of the fair play
worksheet.
Students will be encouraged to look for
rectangles that have different areas and
2 min
perimeters.
Students who answered three or more correct on the worksheet
is considered mastery.
Student/Small Group Modifications/Accommodations: Students
will be partnered with their A, B partners so that they are
working with someone who can help them succeed.

(Include any instructional materials (e.g., worksheets, assessments PowerPoint/Smart Board slides, etc.) needed to implement the lesson at
the end of the lesson plan.)

Smart board presentation, about 25 cheez-its for every two students, graph paper and a fair
play worksheet for each student.
References: http://www.insidemathematics.org/assets/common-core-math-tasks/fair%20play.pdf
Reflection on lesson: More teacher input was needed. Give an example of both area and
perimeter. Do one as a class before sending them off to do it on their own. The problem, a
shape with a perimeter of 9 was too difficult; take it out.